Describe the student cohort (who are you planning for?) Classroom context The class is made up of 13 year three and 11 year four students. There are 12 boys and 12 girls. These students have regular access to computers in the classroom and have one lesson every week in the school’s computer lab. There is a data projector in the lab as well as two interactive whiteboards located in other areas of the school. All students have access to a computer at home. The students' ICT skills are developing, they are familiar with using aspects of Microsoft Office, such as Word and Publisher, and have recently been taught how to compile PowerPoint presentations. The students use the internet for research and are becoming more proficient at ensuring their information is reliable. Some students are confident enough in their abilities that they readily offer assistance to students having difficulties. There are four computers in the classroom and the students sometimes work in pairs. When the task requires it, a more confident student will be paired with a student who is needing support. A roster for computer use, developed by the teacher, changes on a regular basis. When appropriate the students also work in groups which rotate through activities, allowing everyone time on the classroom computers. These students have recently been on an excursion to Sovereign Hill, Ballarat, and are studying Victoria's Gold Rush. These lessons take place in term 4.
Justine, Melinda and I got together on skype and made an executive decision to go with grade 3. If anyone has objections, please let us know asap
Andrea 21/9
This does not help us if our resources are not all for grade 3. Mine are 5/6.
Just had a good skyping with Narelle and Justine...we are all confident about our cohort being grade 3/4 in a mainstream school. I will just check out the resources available for the gold rush for that level...If not available will talk about changing level.
Andrea 23/9
Im happy to go with grade 3/4 with the theme of gold rush. This grade level and theme should open up plenty of avenues of inquiry. Cheers Narelle
Can we also try and think outside the square of goldrush - if we have 3/4 and a resource from justine then that may be the only resource we actually need on goldrush. Lets us look at the big picture now - what is our question and what is it we want these kids to learn understnds??Melinda
Don't forget we have to come up with a question, I think we may be on right track with Who are the people of the gold rush? I know we discussed this briefly on our first skye session. Justine 23/9 Skip this just read craft a question
This context is now more than 150 words (maybe 168ish), feel free to add, delete, change, whatever it needs. It's just somewhere to start.
Justine 23/9
Classroom context
The class is made up of 13 year three and 11 year four students. There are 12 boys and 12 girls. These students have regular access to computers in the classroom and have one lesson every week in the school’s computer lab. There is a data projector in the lab as well as two interactive whiteboards located in other areas of the school. All students have access to a computer at home. The students' ICT skills are developing, they are familiar with using aspects of Microsoft Office, such as Word and Publisher, and have recently been taught how to compile PowerPoint presentations. The students use the internet for research and are becoming more proficient at ensuring their information is reliable. Some students are confident enough in their abilities that they readily offer assistance to students having difficulties. There are four computers in the classroom and the students sometimes work in pairs. When the task requires it, a more confident student will be paired with a student who is needing support. A roster for computer use, developed by the teacher, changes on a regular basis. When appropriate the students also work in groups which rotate through activities, allowing everyone time on the classroom computers. These students have recently been on an excursion to Sovereign Hill, Ballarat, and are studying Victoria's Gold Rush. These lessons take place in term 4.
Justine, Melinda and I got together on skype and made an executive decision to go with grade 3. If anyone has objections, please let us know asap
Andrea 21/9
This does not help us if our resources are not all for grade 3. Mine are 5/6.
Just had a good skyping with Narelle and Justine...we are all confident about our cohort being grade 3/4 in a mainstream school. I will just check out the resources available for the gold rush for that level...If not available will talk about changing level.
Andrea 23/9
Im happy to go with grade 3/4 with the theme of gold rush. This grade level and theme should open up plenty of avenues of inquiry. Cheers Narelle
Can we also try and think outside the square of goldrush - if we have 3/4 and a resource from justine then that may be the only resource we actually need on goldrush. Lets us look at the big picture now - what is our question and what is it we want these kids to learn understnds??Melinda
Don't forget we have to come up with a question, I think we may be on right track with Who are the people of the gold rush? I know we discussed this briefly on our first skye session. Justine 23/9 Skip this just read craft a question
This context is now more than 150 words (maybe 168ish), feel free to add, delete, change, whatever it needs. It's just somewhere to start.
Justine 23/9